The Benefits of an Inclusive Education: Making It Work

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In an increasing number of early childhood programs around the country,
teachers, children, and parents are discovering the benefits of educating young
children with special needs together with their same-age peers. Since learning
is so important in the early years, this is the best time for children to begin
to respect all people's differences and the contributions each individual makes.
The key to creating a successful inclusive program is educating ourselves and
others about how to ensure every student in the classroom has the chance to
reach his or her fullest potential.

Children with disabilities are, first and foremost, children, and then
children who may need support or adaptations for learning. The term "special
needs" refers to a wide range of developmental disabilities or learning
needs that may occur in different areas and to varying degrees. Traditionally,
children with special needs were pulled out of regular classrooms and grouped
together as if all their needs were alike. Relatively few children with
disabilities were served in community-based early childhood programs apart from
Head Start or public school programs.

In 1992, the Americans with Disabilities Act (ADA) established equal rights
for people with disabilities in employment, state and local public services, and
public accommodations including preschools, child care centers and family child
care homes. The ADA has helped more and more educators recognize that
developmentally appropriate classrooms are places where all children can and
should learn together.

Early childhood teachers' strong knowledge of child development helps them
to successfully teach young children with all talents, interests, and abilities.
In effective inclusive programs, teachers adapt activities to include all
students, even though their individual goals may be different. At times, early
childhood professionals and children may benefit from the assistance of related
professionals such as physical therapists and other school personnel who
recognize children's individual interests and strengths.

Some raise concerns about the advisability of creating inclusive
environments: Will inclusive classrooms hinder the academic success of children
without special needs? How will an inclusive environment meet the needs of
children with disabilities? Will children without special needs lose out on
teacher time? How can early childhood professionals access resources, support
and training? While these questions are valid, parents and teachers will find
that creative modifications help all children's learning. According to the
director of one NAEYC-accredited center, "Inclusion has helped us better
focus on meeting the needs of every child in our program."

Research shows that the benefits of inclusive classrooms reach beyond
academics. This is particularly important for young children, who learn best
when they feel safe, secure, and at home in their classrooms. An environment
that encourages young children's social and emotional development will stimulate
all aspects of their learning.

Children in inclusive classrooms:

demonstrate increased acceptance and appreciation of diversity;

develop better communication and social skills;

show greater development in moral and ethical principles;

create warm and caring friendships; and

demonstrate increased self-esteem.

ly childhood professionals who have successfully included young children
with special needs note that, contrary to some expectations, they needed few
adaptations to meet the needs of all children. They report not neccessarily
needing more staff, money, or expertise, but rather support from peers and
specialists, willingness to adapt to new environments, and positive
relationships with families.

Professional development programs, supplemental support staff, and teamwork
by parents and school personnel will help achieve inclusion's ultimate goal: to
provide a challenging and supportive educational experience for all children.

Resources:

Caring for Children with Special Needs. 1993. San Francisco, CA:
Child Care Law Center.